Academic literacies and the tilts within: the push and pull of student writing

References

• Attride-Stirling, J. 2001. “Thematic Networks: An Analytic Tool for Qualitative Research.” Qualitative Research 1 (3): 385–405. http://qrj.sagepub.com/cgi/content/abstract/1/3/385.
   Google Scholar
• Baker, S. 2017. “Students’ Writing ‘in Transition’ from A-Levels to University: How Assessment Drives Students’ Understandings, Practices and Discourses.” Assessment & Evaluation in Higher Education 42 (1): 18–36. doi:10.1080/02602938.2015.1082174.
   Web of Science ®Google Scholar
• Bakhtin, M. M. 1981. The Dialogic Imagination: Four Essays. Austin: University of Texas Press.
   Google Scholar
• Bloxham, S., and A. West. 2007. “Learning to Write in Higher Education: Students’ Perceptions of an Intervention in Developing Understanding of Assessment Criteria.” Teaching in Higher Education 12 (1): 77–89. doi:10.1080/13562510601102180.
   Web of Science ®Google Scholar
• Buckler, S., S. King-Hill, and G. Dart. 2015. “Two Fingers to the Administrivialisation of Higher Education: A Radical Approach to Radical Education.” Paper presentation to The 11th annual conference of the British Education Studies association (BESA), Cardiff, June 25–26.
   Google Scholar
• Elwood, S. A., and D. G. Martin. 2000. “‘Placing’ Interviews: Location and Scales of Power in Qualitative Research.” The Professional Geographer 52 (4): 649–657. https://www.tandfonline.com/doi/pdf/10.1111/0033-0124.00253?needAccess=true.
   Web of Science ®Google Scholar
• Fernsten, L. A., and M. Reda. 2011. “Helping Students Meet the Challenges of Academic Writing.” Teaching in Higher Education 16 (2): 171–182. doi:10.1080/13562517.2010.507306.
   Web of Science ®Google Scholar
• Foley, D. E. 2002. “Critical Ethnography: The Reflexive Turn.” International Journal of Qualitative Studies in Education 15 (4): 469–490. doi:10.1080/09518390210145534.
   Google Scholar
• Fulford, A. 2009. “Ventriloquising the Voice: Writing in the University.” Journal of Philosophy of Education 43 (2): 223–237. https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-9752.2009.00685.x.
   Web of Science ®Google Scholar
• Garlick, S. 2014. “The Impact of Place in Building Human Capability.” Journal of Adult and Continuing Education 20 (2): 67–78. https://journals.sagepub.com/doi/abs/10.7227/JACE.20.2.6.
   Google Scholar
• Hannon, C., D. Faas, and K. O'Sullivan. 2017. “Widening the Educational Capabilities of Socio-Economically Disadvantaged Students Through a Model of Social and Cultural Capital Development.” British Educational Research Journal 43 (6): 1225–1245. https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/berj.3309.
   Web of Science ®Google Scholar
• Henderson, J. 2020. “What Might the ‘Art of Critique’ in Humanities and Social Sciences Academic Writing Look Like?” Teaching in Higher Education, doi:10.1080/13562517.2020.1767058.
   Web of Science ®Google Scholar
• Hyland, K. 2002. “Authority and Invisibility: Authorial Identity in Academic Writing.” Journal of Pragmatics 34 (8): 1091–1112. doi:10.1016/S0378-2166(02)00035-8.
   Web of Science ®Google Scholar
• Ivanic, R. 1998. Writing and Identity: The Discoursal Construction of Identity in Academic Writing. Amsterdam/Philadelphia: John Benjamins Publishing Co.
   Google Scholar
• Jones, S., K. Vigurs, and D. Harris. 2020. “Discursive Framings of Market-Based Education Policy and Their Negotiation by Students: The Case of ‘Value for Money’ in English Universities.” Oxford Review of Education 46 (3): 375–392. doi:10.1080/03054985.2019.1708711.
   Web of Science ®Google Scholar
• Larsson, S. 2009. “A Pluralist View of Generalization in Qualitative Research.” International Journal of Research & Method in Education 32 (1): 25–38. doi:10.1080/17437270902759931.
   Google Scholar
• Lea, M. R., and B. V. Street. 1998. “Student Writing in Higher Education: An Academic Literacies Approach.” Studies in Higher Education 23 (2): 157–172. doi:10.1080/03075079812331380364.
   Web of Science ®Google Scholar
• Lillis, T. 2014. “Resonances, Resistances and Relations: Reflecting on the Politics of Risk in Academic Knowledge Making.” In Risk in Academic Writing: Postgraduate Students, Their Teachers and the Making of Knowledge, edited by Lucia Thesen, and Linda Cooper, 237–244. Bristol: Multilingual Matters.
   Google Scholar
• Lillis, T., K. Harrington, M. Lea, and S. Mitchell. 2015. “Introduction.” In Working with Academic Literacies: Case Studies Towards Transformative Practice, edited by Theresa Lillis, Kathy Harrington, Mary R. Lea, and Sally Mitchell, 117–124. Fort Collins/Anderson: The WAC Clearinghouse/Parlor Press.
   Google Scholar
• Macfarlane, B. 2020. “Myths About Students in Higher Education: Separating Fact from Folklore.” Oxford Review of Education, doi:10.1080/03054985.2020.1724086.
   Web of Science ®Google Scholar
• Mason, J. 1996. Qualitative Researching. London: Sage Publications Ltd.
   Google Scholar
• Middleton, T., A. A. Shafi, R. Millican, and S. Templeton. 2020. “Developing Effective Assessment Feedback: Academic Buoyancy and the Relational Dimensions of Feedback.” Teaching in Higher Education, doi:10.1080/13562517.2020.1777397.
   Web of Science ®Google Scholar
• Mitchell, S. and Scott, M. 2015. “How Can the Text be Everything? Reflecting on Academic Life and Literacies.” In Working with Academic Literacies: Case Studies Towards Transformative Practice, edited by Theresa Lillis, Kathy Harrington, Mary R. Lea and Sally Mitchell, 117-124. Colarado/South Carolina: The WAC Clearinghouse/Parlor Press
   Google Scholar
• Norton, L. S., A. J. Tilley, S. E. Newstead, and A. Franklyn-Stokes. 2001. “The Pressures of Assessment in Undergraduate Courses and Their Effect on Student Behaviours.” Assessment & Evaluation in Higher Education 26 (3): 269–284. doi:10.1080/02602930120052422.
   Google Scholar
• Pahl, K., and J. Rowsell. 2012. Literacy and Education. London: SAGE Publications Ltd.
   Google Scholar
• Raaper, R. 2019. “Students as Consumers? A Counter Perspective from Student Assessment as a Disciplinary Technology.” Teaching in Higher Education 24 (1): 1–16. doi:10.1080/13562517.2018.1456421.
   Web of Science ®Google Scholar
• Read, B., B. Francis, and J. Robson. 2001. “‘Playing Safe’: Undergraduate Essay Writing and the Presentation of the Student’ Voice.” British Journal of Sociology of Education 22 (3): 387–399. doi:10.1080/01425690124289.
   Web of Science ®Google Scholar
• Snowball, J. D., and S. McKenna. 2017. “Student-generated Content: An Approach to Harnessing the Power of Diversity in Higher Education.” Teaching in Higher Education 22 (5): 604–618. https://www.tandfonline.com/doi/abs/10.1080/13562517.2016.1273205.
   Web of Science ®Google Scholar
• Stenhouse, L. 1975. An Introduction to Curriculum Research and Development. London: Heinemann.
   Google Scholar
• Strauss, P. 2017. “Caught Between Two Stools? Academic Writing in ‘New’ Vocational Disciplines in Higher Education.” Teaching in Higher Education 22 (8): 925–939. doi:10.1080/13562517.2017.1319813.
   Web of Science ®Google Scholar
• Street, B. 2009. “‘Hidden’ Features of Academic Paper Writing.” Working Papers in Educational Linguistics (WPEL), 24 (1): 1. https://repository.upenn.edu/wpel/vol24/iss1/1/
   Google Scholar
• Tapp, J. 2015. “Framing the Curriculum for Participation: A Bernsteinian Perspective on Academic Literacies.” Teaching in Higher Education 20 (7): 711–722. doi:10.1080/13562517.2015.1069266.
   Web of Science ®Google Scholar
• Thesen, L. 2013. “Risk in Postgraduate Writing: Voice, Discourse and Edgework.” Critical Studies in Teaching and Learning 1 (1): 123–136. http://cristal.epubs.ac.za/index.php/cristal/article/view/11.
   Google Scholar
• Thesen, L. 2014. “Risk as Productive: Working with Dilemmas in the Writing of Research.” In Risk in Academic Writing: Postgraduate Students, Their Teachers and the Making of Knowledge, edited by Lucia Thesen, and Linda Cooper, 1–24. Bristol: Multilingual Matters.
   Google Scholar
• Walliman, N. 2018. Research Methods: The Basics. 2nd ed. Oxon: Routledge.
   Google Scholar
• Wolcott, H. F. 1994. Transforming Qualitative Data: Description, Analysis and Interpretation. London: SAGE Publications Ltd.
   Google Scholar
• Wrigglesworth, J. 2019. “Pedagogical Applications of Academic Literacies Theory: A Reflection and Case Study.” Journal of Learning Development in Higher Education (15): 1–22. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/552.
   Google Scholar
• Zahn, D., U. Canton, V. Boyd, L. Hamilton, J. Mamo, J. McKay, L. Proudfoot, D. Telfer, K. Williams, and C. Wilson. 2020. “The Whole is More Than the Sum of its Parts – Assessing Writing Using the Consensual Assessment Technique.” Studies in Higher Education, 1–12. doi:10.1080/03075079.2019.1711044.
   Web of Science ®Google Scholar